1. DisCo 2010 eLearning as a Tool for Distance Language Teaching: Case Study Mgr. Linda Pospíšilová & Mgr. Petr Krčmář Language Centre University of Pardubice

2. outline DisCo 2010 Challenges of distance studies eLearning course designed in Moodle Hot Potatoes Glossary Big Brother factor ”Dosing” of the content Results & Experience + Feedback from students

3. University of Pardubice Faculty of Health Studies DisCo 2010 Bachelor's degree courses Master's degree courses Doctoral degree courses

4. University of Pardubice Faculty of Health Studies DisCo 2010 Bachelor's degree courses study programmes: NURSING General Nurse SPECIALIZATION IN HEALTH CARE Professional Rescuer MIDWIFERY Midwife Master's degree courses Doctoral degree courses

5. Since 2009/10 Distance Studies DisCo 2010 Bachelor's degree courses NURSING General Nurse

6. Distance learning and teaching of languages DisCo 2010 limited amount of time dedicated to tutorials absence of regular seminars inability to attend consultations other students' commitments

7. eLearning as a tool of solution DisCo 2010 individualized approach to students' needs theoretically unlimited amount of time to study possibility of regular study instant feedback motivation by interactivity

8. e-Learning course focused on ESP development for the Faculty of Health Studies DisCo 2010 Target group: Both full-time and distance students of the first year

9. DisCo 2010 Course creation eLearning designed as an accompaniment of the existing textbook

10. DisCo 2010 Course structure Modules ~ Chapters Balance of Lexis and Grammar

11. DisCo 2010 Module structure

12. DisCo 2010 Module structure

13. DisCo 2010 Module structure

14. DisCo 2010 Module structure

15. DisCo 2010 Module structure

16. DisCo 2010 Module structure

17. DisCo 2010 Module structure

18. DisCo 2010 LMS: http://hotpot.uvic.ca/ Authoring Tool:

19. DisCo 2010 JCross

20. DisCo 2010 JCross (crosswords creation) JCross intensive vocabulary practice enforcement of the correct spelling difficulty of lexis (+) Great memory enhancer, leisure time aspect of this activity, schola ludus, brain teaser (-) Demanding vocabulary, too hard for a beginner, “Even our doctors were having a hard time.”

21. DisCo 2010 JCloze (filling in gaps)

22. DisCo 2010 JCloze (filling in gaps) impossibility to cover all the acceptable answers grammar focused exercises (+) Stimulating, grammar revision and fixation, the option of showing hints. (-) No space for individual creativity, too ambiguous.

23. Lingua Summit Trenčín 2009 JMatch (matching)

24. Lingua Summit Trenčín 2009 JMatch (matching)

25. Lingua Summit Trenčín 2009 JMatch (matching)

26. Lingua Summit Trenčín 2009 JMatch (matching)

27. Lingua Summit Trenčín 2009 JMatch (matching) the most popular with students involvement of motoric activity (dragging the options across the screen) relative simplicity (no need to type anything) (+) Fast, fun, logical, you did not have to understand everything. (-) Boring.

28. obhajoba grantu 16.02.2010 JQuiz

29. obhajoba grantu 16.02.2010 JQuiz choice from multiple answers popular (+) Ideal for a summary of the unit, intriguing, concise. (-) Too short, sometimes quite difficult.

30. DisCo 2010 Glossary

31. DisCo 2010 Glossary

32. DisCo 2010 Glossary pronunciation + definition vocabulary building and practice

33. DisCo 2010 Random glossary entry 

34. DisCo 2010 Random glossary entry 

35. DisCo 2010 Random glossary entry 

36. DisCo 2010 Random glossary entry 

37. DisCo 2010 Random glossary entry 

38. DisCo 2010 Glossary creativity X accuracy failure to delegate responsibility (+) Fast tool to look up terms, students’ participation, stimulates vocabulary learning. (-) Useless terms, untrustworthy, problems with phonetic script.

39. DisCo 2010 Availability of all imaginable data about the students

40. DisCo 2010

41. ”Dosing” of the content gradual opening of units over the period of the semester to enforce students to study consistently Unsatisfactory results: Many students were preoccupied by their other commitments and studied before the exams only.

42. CONCLUSION Pros eLearning provided & practised grammar and lexical content. Instantaneous feedback highly motivated the students. Students were actively involved in creation of the Glossary. Cons eLearning didn’t motivate distance students towards more gradual and consistent learning process. Failure to delegate responsibilities over the management of Glossary created excessive burden for the tutors. DisCo 2010

43. Mgr. Linda Pospíšilová & Mgr. Petr Krčmář Language Centre, University of Pardubice Thank you for your attention